Promising or Potentially Harmful? Suburban School Responses to Racial Change

Autor/in	Ayscue, Jennifer B.
Titel	Promising or Potentially Harmful? Suburban School Responses to Racial Change
Quelle	In: Peabody Journal of Education, 91 (2016) 3, S.326-347 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2016.1182840
Schlagwörter	Suburban Schools; School Districts; Student Diversity; Racial Composition; Semi Structured Interviews; Administrator Attitudes; Teacher Attitudes; Educational Policy; Educational Practices; Racial Attitudes; Curriculum Development; Inclusion; Educational Environment; Program Implementation; English Language Learners; Test Preparation; Metropolitan Areas; Racial Distribution; Heterogeneous Grouping; Elementary Schools; Middle Schools; High Schools; California (Los Angeles); Florida; Georgia (Atlanta); Illinois (Chicago); Massachusetts (Boston); Minnesota (Minneapolis); Texas (San Antonio) + Suchen Sie Ihr Suchwort? Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; School district; Schulbezirk; Lehrerverhalten; Politics of education; Bildungspolitik; Bildungspraxis; Rassenfrage; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Inklusion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ballungsraum; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule
Abstract	Over the last several decades, suburban schools have become increasingly more diverse and now must respond to racial change, so that they can successfully educate an increasingly more diverse and multiracial student body. This article analyzes interview responses of administrators, teachers, and staff at 19 schools in six diversifying suburban school districts across the United States to explore how they adapt their policies and practices in response to racial change. Findings indicate that school responses are mixed, with each school adapting some policies that demonstrate promise for creating inclusive, enriching, and academically rigorous environments and other responses that are potentially harmful. Promising responses include facilitating diverse student groupings, modifying curriculum and instruction, developing an inclusive school climate, and implementing diversity efforts with teachers and staff. Potentially harmful responses include isolating English Language Learners, narrowing curriculum to focus on test preparation, developing an exclusionary school climate, and failing to respond at all. Schools with the greatest degree of racial change, strong school leadership, and district support often adopt the most promising responses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01